The module of Agribusiness and Institution is taught to students of third year Agribusiness. This module is composed of three components viz. Agricultural Product Marketing, Institutional Economics and Rwandan Agribusiness Programs and Policies. 

Brief description of aims and content

Aim: The main objective of this course is to become familiar with basic knowledge of marketing, Agricultural Policies; Develop policies

 Content: Marketing Concept, Marketing Systems, Approaches of Marketing Systems, Price Analysis, Dynamic Specification of Agricultural Supply Response, Marketing Margin for Farm Products, Marketing Space and Transfer Cost; Inter-regional Trade, Marketing Policies.

 Learning Outcomes 

Having successfully completed the module, students should be able to:

• Understand the Theory of Demand and Supply, analyse the price (pricing), develop and Analyse Agricultural Policies

• Analyse problems with help of appropriate tools and define and evaluate relations between all aspects

• Independently carry out a field survey and apply basic tools of agribusiness and Institutions

 References

The following textbooks are recommended for reading:

Closkey D. N. 1985. The Applied Theory of Price. Second Edition

Ferris J, N. 2005. Agricultural and Commodity Analysis. Fifth Edition. Michigan State University Press, USA

Pashigian P. B. 1995. Price Theory and Applications. Mc-Graw Hill. New York. USA

Sterner T. . Policy Instruments for Environmental and Natural Resource Management

Varian H. R. 2005. Intermediate Microeconomics. A Modern Approach. Seventh Edition. University of California, USA

CateoreP.R. 2005. International Marketing. Mc-Graw Hill

Dhrav G. and Levy M. 2008. Marketing. Mc-Graw Hill. New York. USA

Ferris J, N. 2005. Agricultural and Commodity Analysis. Fifth Edition. Michigan State University Press, USA

Varian H. R. 2005. Intermediate Microeconomics. A Modern Approach. Seventh Edition. University of California, USA

Useful journals can be found on Agora database accessible through www.ur.ac.rw. Agora database is a free database providing full text downloadable papers.

Recommended journals are the following: Journal of Applied statistics, Agricultural Economics

Rwandan Agribusiness Programs and Policies is one of the components of this module. It offers students the possibilities to analyse and understand existing agribusiness development policies and programs. 

University of Rwanda, College of Business and Economics.

School of Business.

Department Of General Management.

Business Statistics is a level two common module offered in the first semester. It is composed of 10 topics and has 10 credits. Its prerequisite is Business Mathematics. This module is intended for students under Bachelor of Business Administration (BBA) and Bachelor of Science in Accounting (Bs Accounting) programs. 

Welcome Message,

Msc Student in Economics!

 Academic year 2021 

Hello everyone,

This is a team of Prof. Boysen-Hogrefe Jens (PhD) and Aimable Nsabimana (PhD) who welcome you in this Module. This is Advanced Econometrics, a Module of 15 credits designed to be offered to Master students in Economics at the University of Rwanda. This Module is mainly focusing on cross section and panel data methods and it recognizes that students have already covered the basic linear model in their undergraduate studies. The Methods of advanced cross sections and panel data methods are becoming increasingly popular, especially in examining the causal impact associations. This is a an advanced course that requires students to read regularly class materials and guided book chapters so that they can effectively understand the module. The module is approximated to last two months periods within which the students will cover eight chapters as will be detailed in subsequent sections.

The module focuses on the role played by the assumptions with economic content while downplaying or ignoring regularity conditions.

 Module Aim

The module aims to equip students with very firm understanding of why certain methods work while other not. It will also give students the background for developing new methods.

Module Features 

  I. Asymptotics

II. Ordinary least squares (OLS) and Inference under heteroscedasticity

III. Generalized least squares (GLS), Feasible generalized least squares (FGLS) and  Seemingly unrelated regressions (SUR)

IV. Maximum Likelihood (ML) and inference

V. Generalized method of moments (GMM)

VI. Endogeneity and instrumental variables (IV)

VII. Two Stage Least Squares and Three Stage Least Squares (SEM)

VIII. Binary Choice models (Logit/Probit)

Module Overall Learning Outcomes 

At the end of this module, students will be able to:

(i) Get familiar with the use of analogy approach complemented by asymptotic analysis in estimating OLS Models

(ii) Understand and be able to apply various assumptions of the underlying population models.

(iii) Get familiar with the assumptions, couched in terms of correlations, conditional expectations, conditional variances and covariances and conditional distributions

(iv) Understand source and implications of endogeneity problem in deriving causal impact and how to deal with it
(v) Estimating binary response models (LPM, Logit and Probit)

 Module Facilitators 

 Module Leader: Prof. Boysen-Hogrefe, Jens (PhD)

Module Partner: Dr. Aimable Nsabimana (PhD)

Tel: +250788766939
Email: a.nsabimana17@ur.ac.rw  

 General Module Resources 

(i) Greene, W. (2018). Econometrics Analysis, Pearson.
(ii) Wooldridge, Jeffrey M. (2010). Econometric Analysis of Cross Section and Panel Data, MIT Press.

This is the course site for the two semester class Advanced Microeconomics tought by instructures from Kiel University and the University of Rwanda.

Aim of the class: Firms and consumers make choices for themselves and interact in various ways in the market place. This course prepares the theoretical groundwork for microeconomic policy courses elsewhere in the Master of Economics curriculum, highlighting traditional economic approaches, their normative foundations, and recent advances such as information economics and behavioral economics. By the end of the course the student will

• be familiar with the main, unifying microeconomics principles, and know how to analyze microeconomic problems using mathematical tools
• know the main concepts of consumer choice and firm behavior, and their relevance for equilibrium and welfare analysis
• be able to evaluate economic policy with regard to efficiency and equity and know of the limitations to economic policy
• know of core arguments from the economics of information and incentives
• be able to understand limitations of the homo economicus and current advances in behavioral economics
• know of problems of market failure and how to address them
• know of possibilities and limitations in applied policy fields, such as welfare analysis, and regulation of industry

1. Module General Introduction

The module of Environmental Economics & Natural Resources Management proposed here mainly concerns the third year students of Agricultural Economics and Rural Development and fourth year students of Agribusiness options of the Department of Rural Development and Agricultural Economics, School of Agriculture and Food Sciences of the University of Rwanda.

1.1. Pursued Objectives

(i)     The first objective is to acquire basic knowledge of the environment so as to obtain an overview of the impacts of the use of natural resources on the functioning and balance of the biosphere.

(ii)    As second objective, the module of Environmental Economics and Natural Resources Management aims to understand the principles of economic analysis applied to the management of the environment and natural resources while focussing on the microeconomic approach. Sometime economic models will be used to analyse the efficiency of market allocation of the various instruments available to policy makers through the comparison of methods and principles proposed by different authors.

1.2. Learning and Teaching Strategies

The learning and teaching strategy will comprise: lectures, practical exercises and assignments in the computer lab, group works and plenary presentations in the class. Participatory teaching approaches (e.g. give more space for students to express themselves), making available teaching materials and respective technologies (text book, hand-outs, Power Point presentations) and providing more group exercises to materialize theoretical aspects of the module and allow more interactions between students and lecturer(s).

 1.3. Assessment Strategy

The assessment will comprise group and individual assignments, presentations of proposed topics, Continuous Assessment Tests (CATs)/ and a written final exam. Examinations will cover lectures, assigned reading materials, and discussions. CATs, assignments and presentations will make up to 60% while the final exam will be counted for 40%.

 2. Module intended learning outcomes

Towards the end of the module, students will have acquired a framework allowing them to analyze environmental problems, natural resources issues and policies in an economic context. Students will appreciate the concepts of opportunity costs in political or private decision-making and the importance of discounting future costs and benefits, natural resources Management approaches, economic valuation of Ecosystems and biodiversity and externalities’ management and policy

 3. Key readings

1. James Matthew Alston (2020). The Best Books on Environmental Economics

2.  Frank Ackerman and Lisa Heinzerling - Priceless: On Knowing the Price of Everything and the Value of Nothing

3. Actual issues of environmental economics [on line]. https://www.researchgate.net/publication /319433901_ENVIRONMENTAL_ECONOMICS_TEXTBOOKS

4. Rose Anne Devlin et al. (1999). The Benefits of Environmental Improvement: Theory and Practice.

5. Ian J et al. (2003). Applied Environmental Economics: A GIS Approach to Cost-Benefit Analysis By Cambridge University Press

6. John V. Krutilla et al.  (1988). Environmental Resources and Applied Welfare Economics: Essays in Honor. Resources for the Future.

7. Alan Gilpin (2000). Environmental Economics: A Critical Overview , Wiley.

8. Robert W. Crandall et al. (1983).  Controlling Industrial Pollution: The Economics and Politics of Clean Air, Brookings Institution.

9. Alfred GreinerWilli Semmler (2008). The Global Environment, Natural Resources, and Economic Growth,  Oxford University Press

Theories learnt in classrooms are not enough to produce knowledgeable and competent graduates and can no longer substitute for practical experience that are much sought after by employers.  In order to ensure high quality, University of Rwanda students are therefore required to undergo a compulsory period of industrial attachment, as part of their degree course, for acquisition of practical skills and abilities in a work environment.

The module "Agribusiness Project Planning and Analysis" is taught to students of third year, Agribusiness. It encompasses two components: Agribusiness Entrepreneurship and Project Appraisal. 

Brief description of aims and content

Aim:

The main objective of this course is to equip students with the understanding of the concepts of Agribusiness, Project Appraisal & Project (Monitoring &) Evaluation in terms of the notions: Agribusiness – Global, Regional, & National contexts, Global agenda & National Policies & Strategies to develop Agribusinesses, Project Appraisal: meaning, Scope & Types/Forms, Project (Monitoring &) Evaluation (M&E)

Also to equip students with skills & capabilities to develop/write an Agribusiness project proposal, conduct appraisals correctly, plan a project M&E matrix; and execute a final project evaluation (at the end of project implementation).

Content:

• Meaning, origin of term, and an overview of some of major (Global/Multinational), regional and local Agribusinesses
• Meaning of Entrepreneurship, Innovation and creativity
• Project appraisal: Meaning, Process, and Criteria
• Forms/Types: Technical appraisal, Social appraisal
• Appraisal on Gender/Youth inclusion
• Economic & financial appraisal: cost-benefit analysis & IRR
• Environmental Appraisal (Environmental Impact Assessment)
• Project (Monitoring &) Evaluation
• Meaning and significance
• Theory of AGB Project appraisal & evaluation…
• An overview of Agribusinesses in Rwanda
• Business development model, lean canvas, value proposition canvas
• Business person vis an entrepreneur
• Types of entrepreneurs
• Management functions

Learning Outcomes 

Upon successful completion of the course students shall be expected to:

• demonstrate a clear understanding and knowledge of agribusiness, project appraisal, Monitoring and Evaluation, and entrepreneurship related concepts
• demonstrate skills and capabilities to develop/write an Agribusiness project proposal, conduct appraisals correctly, plan a project M&E matrix; and execute a final project evaluation (at the end of project implementation); and.

References

 "AGS: Agribusiness development". FAO.org. Retrieved 2013-   05-02.

 Ng, Desmond; Siebert, John W. (2009). "Toward Better   Defining the Field of Agribusiness Management" (PDF).        International         Food and Agribusiness   Management Review 12 (4).

John Wilkinson. "The Globalization of Agribusiness and Developing World Food Systems”

John Filicetti (August 2007), PMO and Project Management Dictionary Cost-Benefit Analysis, 2nd edition, (2001) by Boardman, Greenberg, Vining, and      Weimer, ISBN 0-13-087178-8 Pearson Education, Prentice Hall.

Anthony E. Boardman, David H. Greenberg, Aidan R. Vining, and David L. Weimer,           (1996) Cost – Benefit Analysis: Concepts and Practice, 1st Edition, by           http://www.prenhall.com/books/be_0135199689.html

Hanley, N and Spash, C (1993). Cost Benefit Analysis and the Environment. Edward Elgar. Cambridge University Press.

Brent, Robert J. Cost-Benefit Analysis for Developing Countries. Edward Elgar \Publishing. Overseas Development Administration. Appraisal of Projects in Developing Countries. A Guide for Economists. HMSO Publications.

Layard, Richard and Glaister, Stephen (eds) Cost-Benefit Analysis. Second edition. Cambridge.

Kohli, K. N (1993). Economic analysis of investment projects: a practical approach. Oxford University Press.

EAC, COMESA/SADC, CEPGL and other Developing Countries

Agribusiness within Contexts of the MDGs/SDGs; National  Vision 2020; EDPRS Iⅈ and  SPAT: I – III/IV; and

Htpp://Agrihub Rwanda//AgriProFocus

www.minaloc.gov.rw (INZEGO DOCS)

www.DISTRICT.gov.rw – District Development Plans

www.ur.ac.rw – Research & Community Outreach Project Reports

Peter F. Drucker-Innovation & Entrepreneurship

Ardichvilli, A., Cardozo, R., & Ray, S. (2003) - A Theory of Entrepreneurial Opportunity Identification and Development - Journal of Business Venturing, Vol. 18, pp 105–124

Thomas M. Cooney (2012)-Entrepreneurship Skills for Growth-Orientated Businesses- Report for the Workshop on ‘Skills Development for SMEs and Entrepreneurship,Copenhagen  

Sweety Gupta –Functions of Management

Welcome message

Dear Students, Welcome to Soil Water Quality module. This module thaught in Irrigation and Drainage program. It amis at introducing students to Soil physical and Chemistry, Irrigation and water Quality Assessment and Soil and water management..  

Unit 1.Soil physics and chemistry

Unit 2. Irrigation water quality Assessment and 

Unit 3. Soil Management

By the end of this module, you are supposed to be able to:

1.Assess of soil physical and chemical characteristics for water conservation and plant production.

2. Demonstrate the soil and water management techniques in fields

3. Advise stakeholders on soil and water management techniques and their relevance in sustainable agriculture

4. To take sample for water quality tests

5. To carry out soil and water tests

This module  will be taught in Blended delivery mode, 50 % will be in face to face sessions and remaining  50% of the time will be online via the UR e-learning Platform

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Brief description of aims and content

The objective of this module is to provide knowledge on silviculture applied to agroforestry, use of suitable multipurpose tree species, improvement of tree harvests and crop production through the use of appropriate silvicultural practices and agroforestry technologies at local, regional and global level.

8. Learning Outcomes

1. Knowledge and Understanding

Having successfully completed this module, students should be able to demonstrate knowledge and understanding of:

1. Define and describe silvicultural practices applied to agroforestry;
2. Understand strategies for optimising land use productivity using appropriate agroforestry technologies;
3. Understand the principles of tree improvement in agroforestry;
4. Understand beneficial uses of Multiple purpose trees (MPT) in agroforestry systems,
5. Understand the potential of trees and their major uses, in relation to direct (wood and non-wood products) and indirect benefits (services) they provide to the community and to the ecosystem;
6. Understand and recognize the relationship between trees and other components in agroforestry systems;
7. Have an overview of forestry and forestry research, in relation to demands of renewable energy, reducing deforestation and forest degradation, reforestation and forest conservation.

1. Cognitive/Intellectual skills/Application of knowledge

Having successfully completed this module, students should be able to:

1. Analyse and evaluate the proper use of trees and other components in different agroforestry and land use systems;
2. Apply principles of tree improvement for suitable trees to agroforestry;
3. Apply different silvicultural technics to improve productivity of trees and other components of agroforestry systems.

1. Practical Skills

Having successfully completed this module, students should be able to:

1. Carry out silvicultural treatments and manage multipurpose agroforestry systems;
2. Design an agroforestry project and implement it;

1. General Transferable skills

Having successfully completed this module, students should be able to:

1. Advise on suitable silvicultural practices in various agroforestry systems

1. Communication, ICT and numeracy skills

Having successfully completed this module, students should be able to:

1. Establish database relevant multipurpose trees for various agroforestry systems

1. Autonomy, responsibility and working with others

Having successfully completed this module, students should be able to:

1. Use suitable silvicultural treatments in managing various agroforestry systems

9. Indicative Content

Silvicultural practices for agroforestry tree species :Tree nursery practices; intermediate and regeneration treatments (beating up, weeding, cleaning, pruning, thinning, clear-felling, salvage cutting, improvement cutting, sanitation cutting, pollarding, etc.)

Forestry and agroforestry research in the tropics: Status of forest resources in Rwanda and other countries in the region, research findings on suitable agroforestry systems and tree species; interactions between trees and other components of agroforestry systems

Multipurpose tree species: Silvics of relevant multipurpose tree species in various agroforestry systems (identification, propagation, planting, silvicultural treatments and management, harvesting)

Tree improvement for suitable agroforestry systems: Selection of suitable agroforestry tree species (exotic and indigenous); seed collection and handling (elite trees), progeny and provenance tests

10. Learning and Teaching Strategy

(1)   Lectures

(2)   Self-study and assignments related to lecture topics

(3)   Field practical exercises and field reports

(4)   Seminar presentation

11. Assessment Strategy

The module will be assessed on the basis of mid-term assessments (short written exam on each component) which will account for 40% of the final mark. Continuous assessment including three assignments, field reports and seminar presentation shall account for 60%. Students are required to achieve a pass mark on all mid-term assessments and assignments.

12.Assessment Pattern

Background Texts (include number in library or URL) (inc.ISBN)

Boudru, M. 1992. Foret et sylviculture : Boisements et Reboisements artificiels. Les Presses Agronomiques de Gembloux

Evans J & J Turnbull, 2004.Plantation Forestry in the Tropics (3rd ed.). Oxford University Press.

ICRAF, 1991 (Wood, P.T., Burley, J.) A tree for all reasons-the introduction and evaluation of multipurpose trees for Agroforestry. ICRAF, Nairobi

Nwoboshi, L.C. 1982.  Tropical  Silviculture : Principles and Techniques. Ibadan University Press

Nyland, R. D. 2002 Silviculture: Concepts and Applications, 2nd Edition. The McGraw-Hill Companies, Inc. New York. 704 pp. ISBN 0-07-366190-2

Webb, D. B., Wood, P.J., Smith J. P. and Henman, G.S. 1984.A guide to Species selection for Tropical and Sub-tropical plantations. Tropical Forestry Papers no. 15. Oxford University

Welcome Message

I Munderere Egide, will be your instructor in this module BCT4263 Environmentally Conscious Design and Construction. I want to welcome everyone and I would encourage everyone to actively participate in this important module. All students who have officially registered now have access to the BCT4263 Environmentally Conscious Design and Construction, so feel free to start exploring our online learning Environment. All details of the course can be found in this E-Learning Platform of the University of Rwanda, syllabus, module Description, Assignment,  Quiz and Teaching Plan. This Module will have weekly regular Quiz, Assignment, each of you must manage your own time each week to know when is Assignment and other weekly course obligations are due. We are looking forward a marvelous semester II with you. 

All the Best 

This is an introductory course on Blended Learning for learners enrolled in University of Rwanda courses.

Course Outcomes

On completion learners will be able to,

• Navigate to the UR Moodle server and locate the courses they are enrolled for;
• Access the course materials and activities;
  
• Use the Moodle communication tools to interact with peers and facilitators;
• Submit work using the Moodle assignment tool;
• Complete quizzes, examinations and tests using the Moodle assesment tools.
• Track their progress through online courses;
• Check their grades using the online platform.
  

Teachers details

Mrs. Margret Tumusiime, Assistant Lecturer, Veterinary Department.
Dr. Charles RUHIMBANA Lecturer, Animal Production.
Mr. Philippe Munyandamutsa, Assistant Lecturer Animal Production
Mr. Senyanzobe JMV,  Lecturer, Forestry and Nature Conservation

 Course units

This Module is composed of four units, namely;

Unit one: Genetics

Unit two: Microbiology

Unit three: Zoology and Entomology

Unit four: Botany

Delivery Mode

The course will be taught both online and face to face.

Mode of Assessment

Individual and group assignments & quizzes, Sitting for CAT and End of trimester two final examination

Intended Learning outcomes:

Having successfully completed the module, you will be able to;

 Describe how organisms are named systematically, Outline of the classification of life, List the general features of all animals and all plants, Identify the key transitions in body organization that have occurred over the course of animal and plant evolution, Identify which vertebrates are warm-blooded (endothermic) and which are cold-blooded, Outline the genetic information of life and  Understand the Mendelian inheritance laws. Students will be able to acquire, articulate, retain both theory & laboratory skills and   knowledge relevant to Microbiology.

Summary

Industrial attachment or profession internship is a key practice at the Department of Chemistry of the University of Rwanda. Before having a BSc degree in Chemistry with option Biochemistry, Bioorganic Chemistry or Environmental Chemistry all learners should be placed at workplaces where chemistry is the main field of application and show his/her ability to easily integrate, work in a team, to well organize his/her work and report on daily basis. There students should acquire practical skills and appropriate work-ethics which help in their future carrier. In order to ensure higher quality of training, the attachment process is constantly monitored by both Academic staff from the Department of Chemistry of UR and the designated mentors from the institutions Hosts.

Industrial attachment or profession internship is a key practice at the Department of Chemistry of the University of Rwanda. Before having a BSc degree in Chemistry with option Bioorganic Chemistry or Environmental Chemistry all learners should be placed at workplaces where chemistry is main field of application and show his/her ability to easily integrate, work in a team, to well organize his/her work and report on daily basis. There students should acquire practical skills and appropriate work-ethics which help in their future career. The attachment process is constantly monitored by both the Department of Chemistry academic staff and the designated monitor in host institutions in order to ensure higher quality of training.

HoD Chemistry, Associate Professor Theoneste Muhizi

This course intends to introduce and help you to get familiar with Moodle, the LMS used to develop this eLearning platform of University of Rwanda (UR). It is for UR academic staff and other UR partners that will use this platform for their online education activities. This online course was developed by the UR Centre for Instructional Technology for the training purposes. 
(Contact: Gwiza S. Fidele: f.gwiza_sibomana@ur.ac.rw).

This is a demo site to showcase the features of Moodle using the materials that will be shared in the online workshop hosted by Saide. 

MODULE GENERAL DESCRIPTION

WELCOMING MESSAGE

Dear Students, welcome to the Module of Psychopathology (CPS2151). This module will be facilitated by Prof Vincent Sezibera and Felix Banderembaho, both Clinical Psychologists from the Department of Clinical Psychology. The module introduces you to the clinical practice by equiping you with knowledges  of description,  diagnosis and management of mental disorders. We are pleased to wish you a successful learning. Thank you!

BRIEF DESCRIPTION OF MODULE

This module acclimates students with knowledges of Psychopathology and Psychiatry. It familiarises students with terminology used in Psychopathology, and allow them to distinguish between normal and abnormal adjustment. The module also oriente students how to use the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) and the DSM-IV's multi-axial system for diagnosing various psychopathological disorders, and afterwards proposing the management of these disorders. 

AIM OF THE MODULE

The module aims to equip students with knowledges, understanding and skills in terms of:

1) Evolution of therapeutic approaches of mental disorders on international and national level

2) Terminology used in Psychopathology, with emphasis on distinction between normal and abnormal behaviour

3) Classification of mental disorders

4) Aetiology, semiology, diagnostic criteria, and various therapeutic approaches of mental disorders

LEARNING OUTCOMES

After completion of this module, students will be able to:

1)    Analyse the treatment of mental disorders across the world and locally

2)    Utilise appropriately the terminology of Psychopathology and Psychiatry

3)    Contrast the normal and abnormal behaviour

4)    Examine, diagnose, and propose the management for psychiatric patient.

MODULE FACILITATORS CONTACTS

1)    Prof. Vincent Sezibera; Tel: 0788771289; e-mail: vsezibera@gmail.com

2)    Mr Felix Banderembaho; Tel: 0788456938; e-mail: felixbanderembaho@gmail.com

INDICATIVE CONTENTS

Pre-requisite or co-requisite modules:

- Psychology I
- Module of Psychology II
- Biology and Health Sciences
- Philosophy and culture: Introduction to Philosophy
- Clinical Psychology
- Psychotherapies
- Psychopharmacology

1. Definitions
1.1. Psychopathology
1.2. Psychiatry
1.3. Mental Health
1.4. Clinical Psychology
1.5. Mental illness- Psychiatric patient
1.6. The «normal» and «abnormal» concepts
1.6.1. Models of abnomality: Abnormal Behavior
The Biological Model
The Psychodynamic
The Behavioral Model
The Cognitive Model
The Humanistic-Existential Model
The Socio-cultural Model
Integration of the Models
1.7. Bio-Psycho-social approach
1.8. History and evolution of Psychiatry
1.8.1. International level
1.8.2. National level (in Rwanda)
1.9. Structure of personality
1.10. Defense mechanisms

2. General aspects of Mental disorders
2.1. Diagnosis and Classification of mental illness
ICD-10
DSM-5
2.2. Etiology of mental illness
2.3. Psychological/Psychiatric (Clinical) assessment
Conditions of examination
Psychiatric history
Physical examination
Mental Status Examination (MSE)
Formulation of a synthesis
Multiaxial evaluation (DSM-IV): clinical implications versus its removal from DSM-5
Prognosis and treatment
2.4. Psychiatric semiology (signs and symptoms of mental illness)

3. The DSM-5's structure
3.1. Neuro-developmental (Child) Disorders (Refer to Further issues in Psychopathology, Year 3)
3.2. Schizophrenia Spectrum and Other Psychotic Disorders
3.3. Mood Disorders (Depressive disorders; Bipolar and related disorders)
3.4. Anxiety Disorders
3.5. Obsessive-Compulsive and Related Disorders
3.6. Trauma- and Stressor-Related Disorders
3.7. Dissociative Disorders
3.8. Feeding and Eating Disorders
3.9. Elimination disorders
3.10. Sleep-Wake Disorders
3.11. Sexual Dysfunction, Gender Dysphoria, and Paraphilias
3.12. Disruptive, Impulse-Control, and Conduct Disorders
3.13. Substance-Related and Addictive Disorders
3.14. Neurocognitive Disorders
3.15. Personality Disorders

4. Introduction to Psychopharmacology
5. Introduction to Psychological interview
6. Introduction to main Psychotherapeutic approaches

REFERENCES
1) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2) Barlow, D. H. & Durand, V. M.(2013).Abnormal Psychology; An integrative Approach (7th ed.). Stamford: Cengage Learning.
3) Beidel, D. C., Frueh, B. C., & Hersen, M.(2014). Adult Psychopathology and Diagnosis (7th ed.). New Jersey: John Wiley & Sons, Inc.
4) Betts, K. S., Williams, G. M., Najman, J. M., & Alati, R. (2013). Exploring the female specific risk to partial and full PTSD following physical assault. Journal of Traumatic Stress, 26, 86-93.
5) Black, D. W., & Andreasen, N. C. (2014). Introductory textbook of Psychiatry (6th ed.). Arlington, VA:American Psychiatric Publishing, Inc.
6) Brewin, C. R., Lanius, R. A., Novac, A., Schnyder, U., & Galea, S.(2009). Reformulating PTSD for DSM-V: Life after criterion A. Journal of Traumatic Stress, 22 (5), 366- 373.
7) Comer, R. J.(2014). Fundamentals of Abnormal Psychology (7th ed.). New York, NY:Worth Publishers.
8) Halgin, R.P. & Whitbourne, S.K. (2007). Abnormal Psychology, Clinical perspectives on psychological disorders (5th ed). New York: McGraw-Hill Companies, Inc.
9) Kinderman, P. & Tai, S. (2007). Empirically Grounded Clinical Interventions: Clinical Implications of a Psychological Model of Mental Disorder. Behavioural and Cognitive Psychotherapy, 35, 1-14. doi:10.1017/S1352465806003274
10) Munyandamutsa, N.,Nkubamugisha, P. M., Gex-Fabry, M., & Eytan, A.(2012). Mental and physical health in Rwanda 14 years after the genocide. Soc Psychiatry Psychiatr Epidemiol, 1-9. doi: 10.1007/s00127-012-0494-9.
11) Oltmanns, T. F.,Martin, M. T., Neale, J. M., & Davison, G. C.(2012). Case Studies in Abnormal Psychology (9th ed.). New Jersey: John Wiley & Sons, Inc.
12) Santrock, J.W. (2005).Psychology. Updated 7th ed. New York, McGraw-Hill Companies, Inc.
13) Taylor, M. A. & Vaidya, N. A. (2009). Descriptive Psychopathology; The Signs and Symptoms of Behavioral Disorders. New York: Cambridge University Press.
14) Taylor, S., & Sirois, F. M. (2012). Health psychology, second canadian edition. McGraw-Hill Publishers.
15) Carroll, D., Bennett, P., & Davey, S. G.(1993). Socio-economic health inequalities: their origins and implications. Psychology and health, 8, 295-316.
16) Johnston, M. & Weinman, J.(1995). Health psychology, in British Psychological Society: Professional Psychology Handbook, pp. 61-8. Leicester: BPS Books.
17) Kaplan, R. M.(1990).Behaviour as the central outcome in health care. American Psychologist, 45,1211-1220.
18) Marks, D. F., Murray, M., & Evans, B. (2011). Health psychology: Theory, research, and practice. London: SAGE.
19) Farmer, P.(2005). Pathologies of power: Health, human rights, and the new war on the poor. Los Angeles, CA: University of California Press.
20) Brannon, L., & Feist, J.(2010).Health psychology: an introduction to behaviour and health. 7th ed. USA: Wadsworth.
21) Davis, M., Eshelman, E., & McKay, M.(2008). The relaxation & Stress Reduction workbook, 6th ed. New Harbinger, Oakland, CA.
22) Ogden, J. (2012). Health psychology: A textbook (5th ed.). Maidenhead, UK: Open University Press.
23)Banyard, P. (2002). Psychology in practice: Health. London, England: Hodder & Stoughton Educational.
24) Strosahl, K. & Robinson, P. (2008). Mindfulness and acceptance workbook for depression. New Harbinger, Oakland, CA.

EXPECTATIONS FROM STUDENTS

Dear Students, we expect from you to be active and more engaged in interactive collaboration. We strongly discourage any academic dishonesty (it refers to any form of cheating or plagiarism) which is a serious offense. You can contact us through e-mail or forum, or even directly in office during the break-time, when you experience any challenge regarding the module.  

You are welcome to the universe of Entrepreneurship. "You were created to create like your father God".

Entrepreneurship is a module that is taught in all Colleges, Campuses, and departments of the University of Rwanda. It's a bridge that everyone must path on before reaching his/her right point of destination.

This module will prepare you to become a job creator, not a job seeker. How wonderful to become your own boss?

Entrepreneurship will provide you; introduction to entrepreneurial mindset, identifying business opportunites and developing successful business ideas, feasibility analysis, writing bus plan, general rules and regulations of business practices in Rwanda, managing and growing an established entrepreneurial firm, and emerging issues in entrepreneurship. At the end of this module, you will be able to develop a viable idea that will make a sustainable project/organization. 

Lecturer: Karuhanga Nathan

This module was designed to provide you with the general knowledge and skills in civic education, integrity principles and practices, human rights and education for peace. It has been designed for first-year students in the University of Rwanda with aim to equip them with the basic notions on civic education that are meant to contribute to their transformation into patriotic and responsible citizens.

This module provides students with the general knowledge and skills in civic education, integrity principles and practices, human rights and education for peace. It has been designed for first-year students in the University of Rwanda with the aim to equip them with the basic notions on civic education that are meant to contribute to their transformation into patriotic and responsible citizens. The module has four Units: Unit 1: Civic Education, Unit 2: Integrity Systems, Unit 3: Human rights and Unit 4: Peace education, for each unit a team of lecturers is assigned to delivering it at all 6 Colleges of UR.